Original Research

Lesotho's students' achievement in mathematics and their teachers' background and professional development

David Mogari, Jeanne Kriek, Gerrit Stols, Ogbonnaya U. Iheanachor
Pythagoras | Issue 70 | a33 | DOI: https://doi.org/10.4102/pythagoras.v0i70.33 | © 2009 David Mogari, Jeanne Kriek, Gerrit Stols, Ogbonnaya U. Iheanachor | This work is licensed under CC Attribution 4.0
Submitted: 01 September 2009 | Published: 01 September 2009

About the author(s)

David Mogari, Institute for Science and Technology Education, University of South Africa, South Africa
Jeanne Kriek, Institute for Science and Technology Education, University of South Africa, South Africa
Gerrit Stols, Department of Science Mathematics and  Technology Education, University of Pretoria, South Africa
Ogbonnaya U. Iheanachor, Institute for Science and Technology  Education, University of South Africa, South Africa

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The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when they are exposed to quality professional development programmes.


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